Kāhui Ako ki Motueka

  At Parklands we are linking our new appraisal system to Impact Coaching conversations.  Therefore we can identify any areas that staff can reflect on and use for goals in Teaching as Inquiry.  We've got an expectation that as of Term 2, staff will be using Impact Coaches once a term. The Impact coaches will then follow up and support teachers to reach their goals. As a whole staff, we are focusing on embedding the student interview questions  from the RBL profile Part 2 into our practise as clarification around learning - students will be able to identify their learning and goals and be able to confidently reply to these questions. 

 Māpua School was the host for our WST meeting on the the of March. The agenda for the day was as follows: Signpost for the coming weeks - calendar and BLOG posts After school sessions - what are our needs? Co-construction meetings - post its + discussion + protocols We discussed what was coming up from our Calendar for Sustainability. This included some discussion around next steps for PLG groups and TOD. The after school sessions raised some interesting ideas around Impact Coaching, the parts of the RbL profile that still need a boost; and how we need to grow capacity and capability in co-construction meetings. We watched 10 minutes of a recent Motueka KA co-construction meeting. This led to discussions and wonderings around where to next. All of this information helps the AST team to plan for the coming weeks.

 The ASTs have been pondering recently about how the RbL profile sits alongside, and not apart from, other PD opportunities that schools' receive. This is where we see WSTs and trained Impact Coaches being the champions of the profile and making explicit links with what is being presented. An example of this is TBCS and our PB4L journey. At the tier one training and subsequent staff meetings, we could see clear links between PB4L documentation, and the RbL profile. This document in particular has clear links to both parts 1 and 2. For example: Has clear links to Part 1.1 having high expectations of learners and that they are encouraged as they succeed. Has clear links with Part 2.5, using Power Sharing strategies with learners. So, what can you do in your context to continue to champion the RbL profile?

  This meeting took place on the 25th of February at TBCS. Louise was clear with us all that she didn't want to be working with us this time next year. This means that we will need to develop and maintain sustainable models of practice that allow for NE teachers to be operating in NE schools. A big part of this sustainability is co-construction meetings. This is where teachers bring along AREA data to a meeting in order to be coached by a group of teachers. The aim is to come away with a goal that addresses a disparity in the learning environment of the teacher. We watched two videos showing two seperate approaches, then had a crack at it ourselves. It was challenging to focus questions down to those that will make the teacher reflect deeply on their practice; as well as knowing when to interject if the discussion was heading off topic. We will continue to practise this method in future meetings, towards taking it into our own school context.

  Feedback from the voice collection from students at Mapua School in 2020 was analysed by the staff in Term 4, 2020. It came to light that the main area which will make learning more beneficial for students revolves around relationships. They thought that relationships between students, and relationships between students and teachers was very important. This falls squarely in line with the relationships based learning approach we have been undertaking through our Community of Learning (Kahui Ako) with our associate schools.   Last year the staff brainstormed how we could improve relationships through the school and the wider community. This was revisited at our Teacher Only Day and we have made some changes as a result: We have set up buddy classes, so that teachers can buddy up and children from across different levels can meet the younger/older students and share their learning. This will be changed each term, so that a wide variety of levels and students can build positive...